As part of the Science taught course, we have been shown how to use data loggers, and how these fit into the National Curriculum. The introduction to the 2014 KS1/2 Curriculum states that: 'pupils should seek answers to questions through collecting, analysing and presenting data'. Specifically, in Years 3 and 4, children should be: 'making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers'. In the non-statutory guidance for LKS2, it is recommended that children: 'should learn how to use new equipment, such as data loggers, appropriately. They should collect data from their own observations and measurements, using notes, simple tables and standard units, and help to make decisions about how to record and analyse this data'. The course has provided us with an EasySense Q3 Data Logger, which can measure:
These data loggers can also be connected to a computer via a USB port, and the data can be recorded and plotted via software from the company's website. This software can produce graphs, tables and charts to show the different varieties of data that is collected. We discussed how we could use these data loggers as part of Working Scientifically, a key part of the curriculum. This emphasises scientific methods, process and language, and prepares children for higher-level science in KS3 and KS4. It encourages observation skills, precise data collection, evaluation, rational thought, and fair testing. These skills are related to computational thinking, a key part of the Computing National Curriculum. I taught a unit on Seasonal Change during GPP, and I now wish that I had used data loggers to record the changing temperature and light levels over the Autumn term. The change from September to December is quite considerable, and this could have been a good way to bring the topic to life. In future, I will think more about how I could use equipment such as this in my Science lessons. The link to computers could also be used to help teach data processing and Office skills; we could make a link to Microsoft Excel, or use a computer to model the changes via an animation or 3D graph. Links
Science National Curriculum (2014) - www.tinyurl.com/ks1-2-science EasySense Q3 - www.data-harvest.co.uk/catalogue/science/secondary/data-loggers/secondary-science-data-logging/4030
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My next Pick n Mix module focuses on a variety of topics. These are:
I will be focusing on 'learning through games' in this blog post. The first section covers the topic of games in the classroom. These can be a great motivator for children, especially those who are reluctant to engage with traditional written work. The module has introduced me to two services, EducationCity and Espresso. The former provides an online learning environment, populated by games and content linked to lessons. Teachers can download interactive whiteboard content, and set up classroom areas online. Interaction with this website could be used as an add-on to work, or even be used as homework. Espresso is a similar service, and schools can buy into'engaging short videos, weekly News Bites bulletins, interactive games, images, sounds, fact-files, articles, printable resources and prepared assemblies.' Both services suggest that their content can save teacher's time, increase engagement and attainment, and provide resources which teachers may not be able to produce independently.
I was directed to www.mrandrewsonline.blogspot.co.uk, a blog run by a teacher who advocates the use of iPads and games in the classroom. His posts promote the use of technology to aid learning, although it is interesting to note that several of the projects - including a 'design your own car advert' - are intended to take place in the summer after SATs. My favourite post details 'New Star Soccer' a free app which uses a football manager scenario to boost reading skills. With a similar premise to the popular Football manager video game series, users choose players, make management decisions and (hopefully) lead their team to victory. Children must use their reading skills to interact with the game, and a continuous text commentary provides a constantly changing, immersive textual element. The post suggests that this game could be used for children who struggle to read for pleasure, especially in upper-KS2 and KS3. I would be interested to trial this with my Year 4 class.
The issue of being 'entertained' while learning can be seen as at odds with a traditional classroom model, as games and apps could be seen as a distraction. Skinner (1976) famously argued for the effectiveness of dry, rote learning, and the use of entertaining games contradicts his view of education. However, I believe that technology can be a very useful addition to the classroom, when managed alongside traditional paper and oral-based learning. Children can use games to collaborate, investigate problems and explore a topic in greater depth. This approach is more aligned with Vygotsky (1978) and Piaget (1962), whose emphasis on investigative, talk-based learning has influenced much of modern education. More recently, Casey et al. (2012) have linked technology use to Vygotsky's emphasis on play, and propose that technology should be used to facilitate play in early years and KS1-level settings. It makes sense to integrate some tech into the classroom, as children now live in a world saturated with its influence, and need to be able to engage with devices. The use of games will therefore help to prepare children for the future. Most of today's children will spend the majority of their adult lives working with computers, and the careful introduction of tech can help to improve their digital literacy.
Links and Bibliography
EducationCity - www.educationcity.com Espresso - www.discoveryeducation.co.uk/what-we-offer/discovery-education-espresso Mr Andrews Online - www.mrandrewsonline.blogspot.co.uk Casey, L, Reeves, K. and Conner, E. (2011),Using technology in the world of play, in Blake, S. (ed.) (2012) Child Development and the Use of Technology. Pennsylvania: IGI Global. Piaget, J. (1962) The Language and Thought of the Child. London: Routledge & Kegal Paul. Skinner, B. (1976) About Behaviourism. New York: Vintage Books. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, Mass.: Harvard University Press. We had an alliance training day today, and one of the leaders is very active on Twitter. She tweets under @MissSMerrill, and is one of the admins for #primaryrocks, an online chat which runs every Monday from 8-9pm, and which is followed by over 10,000 primary teachers. #primaryrocks also run events, including a conference in Manchester. We spoke about the opportunity for networking, gaining ideas and CPD on Twitter, and so I have taken the plunge and created an account.
I have followed my university course tutors, fellow students, popular teacher accounts and other users associated with #primaryrocks. After my training leader retweeted my first post to her 5000 followers, encouraging them to follow and support me as a trainee, I have already started to gain followers and receive welcome messages. I will need to be careful to remain professional and protect the anonymity of my colleagues and students, but Twitter will hopefully be a very useful tool. I will engage in the next #primaryrocks edchat, and seek advice for my next placement!
I am fortunate enough to have a few independent study days at the moment, and so I have decided to complete another Pick n Mix module on Blackboard. I have focused on Computer Science, and the completion of this module helps me to fulfil two points on my most recent action plan:
The module is split into twelve sections, and covers everything from computational thinking, to floor robots and Scratch. The first section, an introduction, includes several videos from the course leads. These cover the Computing curriculum, ideas for teaching, cross-curriculum use of Computing and a video on terminology. I watched these videos, and they have helped to solidify my basic understanding of the curriculum and what it entails. “A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world.” DfE National Curriculum 2014 The second section deals with computational thinking. According to the dedicated page, this is 'about solving problems efficiently and effectively. This may sometimes be with a computer and sometimes without. It is a primary aim of the new computing curriculum to develop pupils’ computational thinking skills to help them become better problem solvers'. There are several key elements of computational thinking. These are:
Computational thinking can be taught through programming projects, such as using Bee Bots or creating a game in Scratch. The module suggests viewing resources on the Barefoot Computing project website (www.barefootcas.org.uk), something which I used on GPP and found very useful. The next section, on unplugged Computing, has given me lots of ideas about how I can explore computational thinking skills without the use of a computer. These can include drama and paper based activities, and can be very engaging as they immerse students in problem solving and other Computing skills through physical activity. My favourite idea was 'Pupils could try and identify examples of selection in the world around them. For example, 'when it rains then people use umbrellas’ or ‘when I try my hardest then I realise fractions aren’t actually that difficult!’ I can see how this could be a great way to introduce the ideas of selection and logic gates, concepts which I found very difficult at school due to their seemingly abstract nature. Presenting these ideas through unplugged activities could help children to gain a better understanding. Two sections of the module focus on floor robots, especially the Bee Bot. I borrowed a Bee Bot back in September, and found it a valuable learning experience. Floor robots can be used to teach commands and sequencing, improve spatial awareness and bring the abstract concept of programming to life. The module has introduced me to a new type of floor robot - Roamer. Roamer is similar to the Bee Bot, but has a wider range of inputs and can be purchased to suit particular age groups. Below is an image of Roamer's control pads, and some images of its use that I found online. I really liked Roamer's website, as there were lots of ideas for lessons and practical use in the classroom. The module also includes ideas for apps which teachers can use to teach coding. These are: Key Stage 1 Bee Bot, Daisy the Dinosaur, Kodu, ScratchJr and Logo Key Stage 2 Kodu, Logo, Scratch, ScratchJr (and Python, but this is often more appropriate for KS3) Further sections take a closer look at some of these apps. Daisy the Dinosaur is an app which can be downloaded for iOS. It provides a simple coding environment based on commands, and allows users to control the character of Daisy. Children can either use the app in a sandbox, free play mode, or access challenges to improve their skills. The module explains that it can be used to teach the following KS1 curriculum objectives:
I downloaded Daisy the Dinosaur and had a lot of fun creating short sequences of movement and growth. I would like to use this app in Year 1 as a progression from Bee Bots, as the interface is very child-friendly and the character of Daisy is appealing. This could be an ideal introduction to computer-based programming. Scratch and ScratchJr are graphical programming languages based on drag-and-drop blocks. Users program characters called 'sprites', and can create anything from simple animations to complex games. ScratchJr is suitable as a 'developmentally appropriate' introduction to this type of programming, and children can move onto Scratch when they are ready. Both are available to download as apps, and Scratch can also be used online. I have blogged about Scratch before, but I have included below some images of how it can be used, and a video of it in action. Later sections on assessment and schemes of work are dealt with in one of my previous blog posts, which can be found here. Completing this module has given me many more ideas about how I can teach Computer Science, and include elements of computational thinking across the curriculum. I will be looking to extend my use of coding apps on FPP, as this was something that I did not have the opportunity to do on GPP. Links Barefoot Computing www.barefootcas.org.uk Roamer - www.valiant-technology.com/uk/pages/roamer_home.php Daisy the Dinosaur www.daisythedinosaur.com Scratch scratch.mit.edu ScratchJr www.scratchjr.org Python www.python.org
The issue of internet safety is a constantly changing topic, and it can be hard to keep on top of new apps, trends and dangers. Although I am a confident user of social media and follow websites such as BBC News and Reddit, I have found that it is useful to be subscribed to a few newsletters from organisations which work on e-safety issues. They help me to keep on top of campaigns, policy and legislation, as well as providing resources and practical ideas for teaching.
These include: The CASPAR (current awareness service for practice, policy and research) newsletter from the NSPCC Subscribe here: www.nspcc.org.uk/services-and-resources/research-and-resources/sign-up-to-caspar The E-Safety Support newsletter Subscribe here: www.e-safetysupport.com The Childnet newsletter Subscribe here: www.childnet.com/resources/esafety-and-computing The UK Safer Internet Centre newsletter Subscribe here: www.saferinternet.org.uk One way that these newsletters have been useful has been finding out about the Disrespect NoBody campaign through a recent CASPAR newsletter. This campaign focuses on positive and healthy relationships, and teaches young people to recognise the signs of control and abuse. There is some great information on sexting and explicit online content, and resources which could help me to teach students about the dangers of sharing messages and photos. Although a lot of the content is more suitable for secondary school students, the ideas of consent, personal space and the rights of individual are crucial for every age. The message that 'there is a person attached to every body' could easily be adapted for younger children. More about the campaign can be found here: www.disrespectnobody.co.uk I have just finished my EYFS placement, having spent two weeks in a mixed Nursery-Reception unit within a primary school in inner-city Manchester. Each class has its own area within the unit, and these small carpeted zones have their own interactive whiteboards. There is a range of IT equipment available for the children to use as part of continuous provision, including the Walkie Talkies I have blogged about before, headphones, Bee-Bots, iPads and chunky, child-friendly cameras. Each week, staff set 'rainbow challenges' for the children, which they can choose to complete during their free-flow time. One of these challenges is usually a Computing challenge. Examples include 'Can you draw a tree on the whiteboard?', 'Can you use the phones to record a message?', 'Can you use the iPads to take a photo of your friend?'. These challenges help the children to explore many of the aspects of the Early Years curriculum, from Communication and Language (typing on a computer, speaking into a recorder etc), to Understanding the World (finding out how computers work, using tech to find out about the world around us) and Expressive Arts and Design (photography, design etc). The 'Creating and Thinking Critically' aspect of the EY curriculum can also be seen as linked to computational thinking. Key aspects of this, such as problem solving, pattern making and evaluation, are seen in many activities within the setting, from Maths games to free-play. Children work together to move objects, work out how to carry toys across the room or create patterns with blocks. Role play areas include toy-versions of technology, from a plastic cash register to a pretend microwave. Using these items as part of their play enables children to become comfortable with technology in the everyday world. They also see staff using computers, iPads, photocopiers and other school technology. I had a look at some Computing books whilst spending time in the setting. The best of these was The Little Book of ICT. Although published in 2005, the ideas included in the book are fantastic. I especially liked the clear links made to the EYFS curriculum. I took some photos of the book, and have included them below. iPads are used as part of continuous observation and assessment, replacing the traditional post-it-notes methods that is used in many Early Years settings. The school have bought into the 2Simple app, which allows staff to take photos and record written observations of children, and match these to the areas of the EYFS curriculum. They also use SIMS to take registers and record safeguarding information, and School Pupil Tracker to record whole-school assessment. The school has a Sure Start centre on site and I was very impressed to see displays and leaflets which aim to educate parents about e-safety. This included information on how to keep children safe, but also advice for parents themselves. Free lessons are available for parents to learn how to use computers and the internet, and advisors help with the production of CVs, covering letters and online applications. However, I do not believe that Computing should be overused in Early Years settings. A lot of children have a large amount of screen-time at home, and there is a very strong argument for the EYFS to be focused on outdoor and creative play. Jane Healy, who wrote Failure to Connect in 1999, argued that overuse of technology may reduce the impact of this vital explorative learning time, and harm normal child development. This argument still rings true today, and so Early Years practitioners need to be careful when and where they use technology in their settings. Links and Bibliography
Early Years Framework (statutory) - www.tinyurl.com/ov25yku Development Matters (non-statutory guidance) - www.gov.gg/CHttpHandler.ashx?id=104249&p=0 2simple - tracking and observation software for EYFS settings - www.2simple.com Trythall, A, (2005) The Little Book of ICT, London: Featherstone Education Ltd. Healy, J. (1999) Failure to Connect, How Computers Affect Our Children's Minds, New York: Simon and Schuster. |
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